Quality Indicators Relevant to Early Childhood Education

There are various(a) signifi burnt practices which produce health and preventivety in other(a) childishness centres to take in to account. This look for instructiones on nutrition across the early historic period, providing a safe environment and identifying and responding to childhood illness and how teachers tin encourage and promote these practices to the children. Auckland regional Public health Service (2008) states that during early childhood, children form lifelong feeding habits, therefore it is eventful to have a focus on nutrition across the early years in order to foster a rock-loving have culture and en satisfactory children to develop levelheaded behaviours in relation to nutrient.A teacher has an important utilization in helping children develop these behaviours and can promote healthy eating and healthy food choices in a number of ways. Teachers can promote hot nutrition by including children in the cooking regale or growing fruits and vegetables wi thin the centre environment. These experiences render ample opportunities for the discussion of nutrition and what is healthy and unhealthy. The Licensing Criteria for be propagation Childhood Education and Care Centres (Ministry of Education MoE, 2008) asserts that children essential be served food at purloin times and that it is to meet the nutritional needs of each child.It explains that both food provided during the hours a service is open must be recorded. These records must show the type of food provided and be unplowed for three months after the do date. Promoting food resort to the children is also an important panorama of nutrition, this includes role modelling the careful storage of food, well preparation and use of tongs when serving food. Providing a safe environment gives children a better function to play and entirelyows them the freedom to explore their environment without the jeopardize of exposure of injury.MoE (2008) declares that ample and changeable indoor and outdoor equipment, resources and article of furniture must be provided for the children and that it also needs to be appropriate for the varying abilities of the children using it. Teachers are able to promote a safe environment by encouraging children to play safely. This includes sharing, gentle hands, walking feet, solarize safety and water safety. The MoE (2008) is aware an area cannot be completely hazard free so requires a hazard identification and management system and uggests that all realistic steps are taken to background risks, be this by redirecting the children or limiting their annoy to areas where hazards may be. Another important way teachers can promote a safe environment is by means of active supervision and setting up lovable and appropriate activities for the children to be involved with. One of the some significant practices in promoting health, wellbeing and a safe environment is being able to identify and respond to childhood illness. Teacher s need to be able to key out the signs and symptoms of illness and be able to administer the appropriate first aid.The MoE (2008) declares that children who become poorly while at a service must be kept at a safe distance outside(a) from the other children in order to reduce the risk of contamination and the spread of illness. It is the teachers responsibility that this happens to protect not only the children but the teachers and whanau too. healthy Messages (Ministry of Education, 1997) suggests that early childhood centres develop and change policies so that they promote a safe and healthy environment and that these policies are a good way to introduce children to healthy messages.For example, how to vitiate the spread of infectious illness through own(prenominal) hygiene procedures, washing of soiled children procedures and hygienic wash and cleaning procedures. As discussed above, encouraging healthy eating and good nutrition, providing a safe environment and recognising a nd responding to childhood illnesses are all important practices to foster. Teachers have an important role in promoting these practices and by effectively performing them, they will be promoting good health and safety in an early childhood setting.Reference List Auckland Regional Public Health Service. (2008). Food For Under 5s A practical guide to food and nutrition for early childhood education services. Retrieved 17th August 2012, from http//www. arphs. govt. nz/Portals/0/Health%20Information/HealthyEnvironments/ previous(predicate)%20childhood%20education%20centres/ECEC%20Food%20for%20under%205s/Food%20for%20under%205s%202008/Food%20For%20Under%205s%20ECE%20resource%20Final%20Jun e%202008-1. pdf Ministry of Education. (2008).Licensing Criteria for Early Childhood Education and Care Centres 2008 And Early Childhood Education Curriculum Framework. Wellington in the raw Zealand Government. Retrieved 17th August 2012, from http//www. lead. ece. govt. nz/ServiceTypes/CentreBasedECE Services. aspx Ministry of Health. (1997). Nga kupu oranga Healthy messages. Wellington Ministry of Health. Republished on the web November 2003. Retrieved 25th August 2012, from http//www. arphs. govt. nz/Portals/0/Health%20Information/HealthyEnvironments/Early%20childhood%20education%20centres/Nga%20Kupu%20Oranga%20HealthyMessages. pdf